IB - Diploma Programme

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MODEL GENERAL LYCEUM OF IONIDEIOS SCHOOL OF PIRAEUS

International Baccalaureate Policies

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Core Components

Extended Essay (EE)

The Extended Essay (EE) is an independent, self-directed piece of research, culminating in a 4,000-word paper. As one of the three core components of the International Baccalaureate (IB) Diploma Programme (DP), the EE provides students with an opportunity to engage in in-depth study of a topic of personal interest, usually within one of the DP subjects they are studying.

Through the Extended Essay, students develop essential academic skills such as research, critical thinking, analysis, and formal academic writing. The process is supported by a supervisor, who guides the student through the stages of planning, researching, and writing the essay.

The EE encourages students to:

• formulate a clear and focused research question,
• engage in independent research and inquiry,
• develop arguments supported by evidence,
• apply appropriate research methods and academic conventions,
• reflect on their learning throughout the research process.

A central element of the Extended Essay is the Researcher’s Reflection Space (RRS), where students document their ideas, decisions, and reflections during the research journey. This process culminates in the Reflections on Planning and Progress Form (RPPF), which includes three formal reflection sessions with the supervisor.

The Extended Essay is assessed externally by IB examiners and is graded according to five criteria:

• Framework for the essay
• Knowledge and understanding
• Analysis and line of argument
• Discussion and evaluation
• Reflection

The Extended Essay, in combination with Theory of Knowledge (TOK), contributes to the overall diploma score by awarding up to three additional points.

A successful Extended Essay allows students to experience the challenges and rewards of academic research, fostering intellectual curiosity, independence, and a deeper understanding of their chosen subject. For many students, it is a highly valuable and formative experience that prepares them for the demands of university-level study.

Theory of Knowledge (TOK)

Theory of Knowledge (TOK) holds a distinctive place within the International Baccalaureate (IB) Diploma Programme (DP). It gives students the chance to explore the nature of knowledge itself and to consider how we come to know and justify what we claim to know. As a core component of the DP, TOK is compulsory for all students and lies at the heart of the programme’s educational philosophy.

TOK is structured around three closely interconnected elements:

• The core theme: “Knowledge and the Knower.”
  This theme encourages students to reflect on themselves as knowers and thinkers, as well as to examine the various communities of knowers to which they belong.
• Optional themes, which allow students to explore two areas of special interest in greater depth. These include: knowledge and technology, knowledge and language, knowledge and politics, knowledge and religion, and knowledge and indigenous societies.
• Areas of Knowledge (AOKs), comprising five compulsory fields—history, the human sciences, the natural sciences, mathematics, and the arts. Each area has its own unique characteristics and often employs different methods for producing and validating knowledge.

Throughout the course, students engage with knowledge questions organized around four key elements: scope, perspectives, methods and tools, and ethics. This knowledge framework supports a rich and sustained inquiry into each theme and area of knowledge.

There are two assessment components in TOK:

• The TOK Exhibition (worth one-third of the final grade), which evaluates how well students can demonstrate the relevance of TOK to the real world. For this internal assessment, students select three objects to explore under one of the 35 prescribed prompts. The teacher marks the exhibition, and the IB externally moderates the results.
• The TOK Essay (worth two-thirds of the final grade), which requires students to craft a formal, sustained essay on one of six prescribed titles issued for each exam session. This external assessment is marked by IB examiners. The essay must not exceed 1,600 words and focuses on deeper analysis of the areas of knowledge.

Creativity, Activity, Service (CAS)

The three strands of CAS are Creativity, Activity, and Service. Creativity includes the arts and other pursuits that require imaginative thought. Activity involves physical effort that supports a healthy lifestyle. Service refers to unpaid, voluntary engagement that offers meaningful learning opportunities for the student.

CAS encourages students to shape and strengthen their identities in alignment with the IB’s ethical principles and the attributes of the IB Learner Profile. It also advances the IB mission to foster a more peaceful and compassionate world through intercultural understanding and respect. Students work toward this mission through a series of student-initiated experiences, actions, and reflections throughout the Diploma Programme, culminating in the CAS group project.

The CAS project invites students to:

• take initiative
• demonstrate perseverance
• develop key skills such as collaboration, problem-solving, and decision-making

A strong CAS programme is both challenging and enjoyable, guiding students through a personal journey of growth. Every student begins from a unique point and develops individual goals and needs. Nevertheless, for most students, their CAS involvement becomes deeply meaningful —often transformative— shaping their perspectives and experiences in lasting ways.

Group 1: Language and Literature

Modern Greek Language and Literature

In our school, the Language and Literature course is offered in Modern Greek. The course introduces the critical study and interpretation of written and spoken texts from a wide range of genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to various contexts.

SYLLABUS:

LITERARY WORKS:

• 6 literary works

NON LITERARY WORKS:

• Advertisement
• Appeal
• Brochure/leaflet
• Film
• Biography
• Cartoon
• Magazine article
• Interview
• Photographs

KEY FEATURES:

• Students develop the techniques needed for the critical analysis of communication, becoming alert to interactions between text, audience and purpose.
• An understanding of how language, culture and context determine the construction of meaning is developed through the exploration of texts, some of which are studied in translation, from a variety of cultures, periods and genres.
• Students are assessed through a combination of formal examinations, written coursework and oral activities.
• The formal examination comprises two essay papers, one requiring the analysis of unseen non literary texts, and the other a comparative essay based on the literary works studied.
• Students also produce written tasks in a variety of genres and perform one oral activity examining the ways in which a global issue of their choice is presented through the content and form of two of the texts that they have studied.
• Compulsory at HL for all our IB DP students.

Group 2: Language Acquisition

English B

Language B acquisition courses are designed for students with some previous experience in the language. Clear and effective communication with emphasis on fluency and accuracy is the focus. While studying the language, students also explore the culture connected with it. The course is organized into five themes where students will use language appropriate to a range of interpersonal and intercultural contexts and audiences as they will analyse and reflect upon a range of written, audio and visual texts. Interactive, productive and receptive skills are developed through ongoing contextualized study of language, texts (personal, professional and mass media) as well as a wide range of themes. Moreover, the Higher Level students will study in class two literary works.

SYLLABUS:

The course extends itself over two academic years and follows the IBO’s specific form of assessment.

• Paper 1 assesses students’ knowledge in developing written language accurately with a clear purpose.
• Paper 2 assesses students’ skills in listening and reading comprehension.
• Finally, an Individual Oral Assessment is based on an extract from one of the two literary works studied in class which follows discussion on one or more of the course’s themes for Higher Level, whereas for Standard Level this Individual Oral Assessment is based on visual stimuli and discussion is on one of the themes. This component is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

THEMES:

The five prescribed themes of the course are:

• Identities
• Experiences
• Human Ingenuity
• Social Organization
• Sharing the Planet

LANGUAGE ACQUISITION AIMS:

• To enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes,
• To develop students’ awareness of the relationship between the languages and cultures with which they are familiar,
• To develop students’ intercultural understanding, international mindedness, and issues of global significance,
• To encourage, through the study of texts and through social interaction, an awareness and appreciation of different perspectives,
• To develop students’ awareness of the role of language in relation to other Areas of Knowledge,
• To provide students with a basis for further study, work and leisure through the use of accurate and fluent language,
• To foster curiosity, creativity and a lifelong enjoyment of language learning.

Group 3: Individual and Societies

Economics

The study of Economics focuses on how societies manage scarcity, allocate resources, and make choices to satisfy human needs and desires. As a dynamic social science, economics relies on scientific methods that draw on both quantitative and qualitative approaches. Economic theories are not meant to be learned in isolation; instead, they must be applied to real-world challenges. Key among these challenges are changes in economic activity, global trade, economic development, and environmental sustainability.

Ethical considerations are woven throughout the economics curriculum, as students are encouraged to think critically about human values and the ultimate goals of economic decision-making. The course aims to broaden students’ global perspectives, deepen their understanding of international issues, and heighten their sense of responsibility at the local, national, and global levels. It also seeks to build values and attitudes that inspire students to engage with these issues meaningfully and to act responsibly as informed global citizens.

SYLLABUS:

• Microeconomics
• Macroeconomics
• Global economics including economic development

OPTIONS:

There are no optional topics in economics. The higher-level students have some additional topics and one additional examination paper.

KEY FEATURES:

• The DP economics course aims to enable students to develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics macroeconomics and the global economy.
• Students are enabled to apply economic theories, models, ideas, and tools, and analyse economic data to understand and engage with real-world Economic issues and problems facing individuals and societies.
• Students are furthermore enabled to develop a conceptual understanding of individuals and societies, economic choices, interactions, challenges, and consequences of economic decision-making.
• In addition to the examinations, candidates must submit an internal assessment; a portfolio of three commentaries based on articles from published news media, which are examined through the lenses of concepts applicable in economics.

History

The IB Diploma History course is a World history course which involves the study of political, economic, social, cultural and military history and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It involves a challenging and demanding critical exploration of the past.

SYLLABUS:

Students are required to explore the methods historians use when studying and “writing” history. This will give them the tools required in this discipline. This is based on case studies that explore Japanese, German and Italian aggression in the lead up to World War II.

A detailed study of Authoritarian States in the 20th century including Hitler, Mussolini and Mao. A detailed study of 20th century wars including the Spanish Civil War, the Chinese Civil War and World War One and World War Two.

OPTIONS:

High level students are required to do an in depth study of Europe from the mid-19th century and the 20th century.

KEY FEATURES:

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the key historical concepts such as change, continuity, causation and significance.

• It is an exploratory subject that fosters a sense of inquiry
• It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. History
  students develop an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
• It puts a premium on developing the skill of critical thinking.

Group 4: Sciences

Biology

Human curiosity about life is instinctive; as living organisms ourselves, we rely on countless species for survival, are threatened by some, and coexist with many others. This fascination with life is evident throughout history—from ancient cave art to modern wildlife documentaries—and continues to captivate people of all ages. In biology, students explore the living world at every level of organization, using a wide range of methods and tools. Their investigations span from studying the molecular structures and intricate metabolic processes within cells to examining the interactions that sustain entire ecosystems.

As one of the three natural sciences offered in the IB Diploma Programme, biology focuses on understanding life and living systems. Biologists strive to interpret the natural world through diverse approaches, controlled experiments, and collaborative scientific work. In an era when humanity is increasingly reflecting on its impact on the planet, the need for a clear and well-communicated understanding of biological systems is more important than ever.

DP Biology equips students to thoughtfully engage with contemporary scientific challenges. They evaluate scientific knowledge claims in real-world settings, fostering curiosity and intellectual engagement. Through their studies, students build knowledge, skills, and scientific techniques that support their learning across disciplines and remain valuable well beyond the classroom.

SYLLABUS:

• Theme A. Unity and diversity
• Theme B. Form and function
• Theme C. Interaction and interdependence
• Theme D. Continuity and change

KEY FEATURES:

• The distinction between SL and HL is one of breadth and depth.
• Students are assessed both externally and internally.
• A practical approach to the course delivery is emphasised through the Collaborative Sciences Project, a wide range of Practical Work, and an individual Scientific Investigation assessed through a written report of maximum 3,000 words.

Chemistry

Chemistry is often referred to as the central science because its principles form the foundation of both the physical world around us and all biological systems. Beyond being valuable as an independent field of study, chemistry is also a required subject for many university programmes, including medicine, biological sciences, and environmental studies.

As one of the three natural sciences in the IB Diploma Programme, chemistry focuses on identifying patterns that explain matter at the microscopic level. This understanding makes it possible to predict and manipulate the behavior of matter on a macroscopic scale. Consequently, the subject highlights the creation of representative models and explanatory theories, both of which demand imaginative yet logical thinking.
DP Chemistry encourages students to engage thoughtfully with current scientific issues. They evaluate scientific claims within real-world contexts, developing curiosity and deeper interest in the subject. Through their learning, students acquire knowledge, skills, and scientific techniques that support their work across the curriculum and remain valuable well beyond the classroom.

SYLLABUS:

• Structure 1. Models of the particulate nature of matter
• Structure 2. Models of bonding and structure
• Structure 3. Classification of matter
• Reactivity 1. What drives chemical reactions?
• Reactivity 2. How much, how fast and how far?
• Reactivity 3. What are the mechanisms of chemical change?

KEY FEATURES:

• The distinction between SL and HL is one of breadth and depth.
• Students are assessed both externally and internally.
• A practical approach to the course delivery is emphasised through the Collaborative Sciences Project, a wide range of Practical Work, and an individual Scientific Investigation assessed through a written report of maximum 3,000 words.

Computer Science

The IB DP Computer Science course requires students to understand the core principles of computational thinking and the functioning of computers and digital technologies. Grounded in conceptual understanding, the course covers a broad range of knowledge that supports innovation, creative exploration, and continued learning. Students also examine the ways in which computer science shapes cultures and societies, influences human behavior, and raises important ethical considerations.

Throughout the course, students develop computational solutions. This process includes the ability to:

• identify a problem or an unanswered question,
• design, prototype, and test a potential solution,
• work with clients to assess the effectiveness of the solution and provide recommendations for future improvements.

SYLLABUS:

Theme A: Concepts of computer science

• A1. Computer fundamentals
• A2. Networks
• A3. Databases
• A4. Machine learning

Theme B: Computational thinking and problem-solving

• B1. Computational thinking
• B2. Programming
• B3. Object-oriented programming
• B4. Abstract data types—HL only
  

CASE STUDY:

The computer science case study provides the stimulus to investigate a scenario involving current developments, emerging technologies and/or ethical issues in computer science.

INTERNAL ASSESSMENT:

The IA task for computer science is an individual computational solution. Students can choose their problem from a wide range of contexts, and it should be of personal interest to them. During their work on the computational solution, students can demonstrate their knowledge of processes such as decomposition, pattern recognition, algorithmic thinking, writing programs, debugging and testing.

Group 5: Mathematics

Mathematics: Analysis and Approaches

This course addresses the growing need for strong analytical skills in a world where innovation increasingly relies on a solid understanding of mathematics. It covers topics commonly found in pre-university mathematics, such as functions, trigonometry, and calculus, as well as areas that encourage investigation, conjecture, and proof—for example, the study of sequences and series at both SL and HL, and proof by induction at HL. The course incorporates the use of technology, recognizing that proficiency with relevant mathematical software and handheld tools is valuable across all fields of study. At the same time, Mathematics: Analysis and Approaches places a strong emphasis on developing the ability to construct, communicate, and justify precise mathematical arguments.

SYLLABUS:

There five topics:

• number and algebra,
• functions,
• geometry and trigonometry,
• probability and statistics,
• calculus.

KEY FEATURES:

Students who choose Mathematics: Analysis and Approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns.

Students who wish to take Mathematics: Analysis and Approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

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The International Baccalaureate organization:

The IB Diploma Programme (IB DP) in Greece (PDF in Greek):

Common Questions about IB DP:

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